Elaboration (6) ACLFWU014

recognising high-frequency sight words and morphemes

Elaboration (6) | ACLFWU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Grammar knowledge - use knowledge of words and word groups Literacy Grammar knowledge Level 1e

recognise that texts are made up of words and groups of words that make meaning

Grammar knowledge - use knowledge of words and word groups | Level 1e | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Elaboration (2) ACELY1659

recognising most high frequency sight words when reading text

Elaboration (2) | ACELY1659 | Content Descriptions | Year 1 | English | F-10 curriculum

ACELA1817

Know how to read and write some high-frequency words and other familiar words

Elaborations ScOT Terms

ACELA1817 | Content Descriptions | Foundation Year | English | F-10 curriculum

ACELA1823

Use knowledge of letter patterns and morphemes to read and write high-frequency words and words whose spelling is not predictable from their sounds

Elaborations ScOT Terms

ACELA1823 | Content Descriptions | Year 2 | English | F-10 curriculum

ACELA1486

Recognise and know how to write most high frequency words including some homophones

Elaborations ScOT Terms

ACELA1486 | Content Descriptions | Year 3 | English | F-10 curriculum

ACELA1780

Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling

Elaborations ScOT Terms

ACELA1780 | Content Descriptions | Year 4 | English | F-10 curriculum

Elaboration (2) ACELY1669

using knowledge of sound–letter relationships and high frequency sight words when decoding text

Elaboration (2) | ACELY1669 | Content Descriptions | Year 2 | English | F-10 curriculum

Elaboration ACELA1817

knowing how to write some high-frequency words recognised in shared texts and texts being read independently, for example ‘and’, ‘my’, ‘is’, ‘the’ and ‘went’

Elaboration | ACELA1817 | Content Descriptions | Foundation Year | English | F-10 curriculum

Elaboration ACELA1821

learning an increasing number of high-frequency words recognised in shared texts and texts being read independently, for example ‘one’, ‘have’, ‘them’ and ‘about’

Elaboration | ACELA1821 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration (2) ACLMGU131

beginning to recognise high-frequency words such as η, ο, το, μου, έχω, είμαι, είναι, θέλω, να

Elaboration (2) | ACLMGU131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration ACLTUU029

learning about back (a, ı, o, u) and front (e, i, ö, ü) vowels in Turkish and applying the vowel harmony rule to high-frequency words

Elaboration | ACLTUU029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLCHC008

experimenting with using high-frequency Chinese sounds to transcribe simple common words into Pinyin, such as 我 wŏ

Elaboration | ACLCHC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACELA1821

Use visual memory to read and write high-frequency words 

Elaborations ScOT Terms

ACELA1821 | Content Descriptions | Year 1 | English | F-10 curriculum

Elaboration (1) ACLCHC006

captioning or labelling illustrations on storyboards, practising the strokes of high-frequency characters

Elaboration (1) | ACLCHC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLFRU030

Experiment with the pronunciation of vowel sounds, letter combinations and intonation patterns, and recognise and write high-frequency words and expressions in familiar contexts[Key concepts: pronunciation, accent, spelling, writing; Key processes: alphabetic …

Elaborations ScOT Terms

ACLFRU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | French | Languages | F-10 curriculum

Elaboration (2) ACLTUU029

learning the pronunciation and spelling of high-frequency words with yumuşak g (soft g) ğ, as in yağmur and ağaç, understanding that this sound is never used at the beginning of words

Elaboration (2) | ACLTUU029 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Grammar knowledge - use knowledge of words and word groups Literacy Grammar knowledge Level 2

recognise and use nouns that represent people, places, things and ideas in the learning area and expand nouns to achieve greater precision

Grammar knowledge - use knowledge of words and word groups | Level 2 | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Grammar knowledge - use knowledge of words and word groups Literacy Grammar knowledge Level 3

recognise and use adverbs and prepositional phrases that provide detailed descriptions in the learning areas

Grammar knowledge - use knowledge of words and word groups | Level 3 | Learning Continuum | Literacy | General capabilities | F-10 curriculum

Grammar knowledge - use knowledge of words and word groups Literacy Grammar knowledge Level 4

expand and sharpen ideas through careful choice of verbs and phrases and elaborated tenses

Grammar knowledge - use knowledge of words and word groups | Level 4 | Learning Continuum | Literacy | General capabilities | F-10 curriculum